Background/Context: As of Fall 2021, approximately 7.3 million students between the ages 6 to 21 were served under the Individuals with Disabilities Education Act, which accounts for approximately 15%of students in that age range (U.S. Department of Education, 2022). Students with disabilities receiving special education services are guaranteed a free and appropriate public education regardless of the nature or severity of students' disabilities (Individuals with Disabilities Education Act, 2004). This includes, but is not limited to, receiving accommodations, differentiated education, and supplemental services (e.g., speech therapy). Unfortunately, not all students with an individualized education plan are provided with the same level of support and opportunity for resources and learning. One of these areas in which students may experience disparities regarding their learning environments is in their teachers. General education teachers play a critical role in the learning process for students with disabilities because most students with disabilities spend a significant, if not the majority, of their school day in a general education classroom. For students school ages 5 to 21, 67% of students with disabilities spent 80% or more of their school day in a general education classroom, and 16% of students with disabilities spent 40-80% of their school day in a general education classroom (U.S. Department of Education, 2022). Since the majority of students with disabilities are served in an inclusion, or general education setting (Kena et al., 2015), students are often instructed by a general education teacher who may or may not have special education training. Decades of research have identified that general education teachers who teach special education often have gaps in their knowledge regarding how best to teach their students with disabilities (Shay Schumm et al., 1994; Kahn & Lewis, 2014). Qualitative findings have also illuminated how, compared to veteran teachers, inexperienced general education teachers are still developing their sense of awareness for individualized learning needs when teaching in inclusionary settings (Berry, 2011). This poses concerns about whether students with disabilities are getting quality instruction, as research has also found that teachers' years of experience at a particular grade level are significantly associated with increased student reading achievement (Huang & Moon, 2009). Considering the impact of teachers on students' academic outcomes, it is imperative that students with disabilities are served by high-quality, effective, and experienced educators (Feng & Sass, 2013; Huang & Moon, 2009). The current scope of special education research has examined disparities in student experiences with regard to identification (Losen et al., 2014), access to services (Sturm & Kasari, 2021), discipline, and the impact of same-race teachers (Fish, 2019), few studies have examined if, within special education, students from different racial, gender, and economic backgrounds have teachers with different levels of experience. Purpose/Research Questions: This study uses the Early Childhood Longitudinal Study -- Kindergarten: 2011 to explore the following research questions: (1) Does general education teacher experience differ for students with and without disabilities? (Relationship between disability ID and Gen Ed Teach Exp); and (2) What is the relationship between general teacher education teacher experience, student disability status, and students' academic outcomes? Research Design, Data, and Analysis: This study utilized a publicly available dataset from the Early Childhood Longitudinal Study -- Kindergarten: 2011 from the fifth-grade wave of data collection (Spring 2016). The fifth-grade wave includes all the data from the previous waves as well. The sample included 17,919 observations, both with and without disabilities. Student disability status was denoted by the presence of an IEP (yes = 1, no = 0), and teacher experience was denoted by years of teaching experience. Student-level covariates include race/ethnicity, native English speaker status, and the previous grade reading score. Regression models were fit regression (1) teacher experience on IEP status, and (2) reading outcomes on teacher experience and IEP status. These models were with and without covariates and school-level fixed effects. Preliminary Findings: For fifth-grade student data, results show that there is a negative relationship between disability status and teacher experience, such that students with an IEP had, on average, a teacher with 0.98 years less experience than a student without an IEP. Compared to their White peers, the disparity was even greater for Black (2.26 years less), Hispanic race specified (1.01), and Hispanic race not-specified (5.27) students with disabilities, compared to their non-disabled peers. Teacher experience (M = 14.01, SD = 8.95) ranged from 1 to 34 years of teaching experience. For research question two, holding teacher experience constant, students with an IEP scored more than 1.35 standard deviations lower compared to their non-disabled peers. Holding disability status constant, students who had a teacher with one additional year of experience scored approximately 0.01 standard deviations higher per additional year of experience. Students with disabilities experience an additional 0.01 standard deviation increase in reading for every additional year of teacher experience. Additional analysis will also be conducted on the third-grade dataset. Conclusions: While the findings of this descriptive study do not make causal claims, the preliminary results demonstrate that there is a relationship between student disability status, teacher experience, and students' reading outcomes. The results suggest that while all students benefit from more experienced teachers, students with disabilities experience an additional increase in their reading outcomes above and beyond that of their typically developing peers. Upon including school-level fixed effects, the results show that there is more variation in teacher experience between schools than within schools. Future research can build on this line of study to explore school-level factors related to teacher experience variation.